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Welcome

Welcome. This Webinar is a collaboration between the Association of American Colleges and Universities and Bringing Theory to Practice. Use Q&A for: Panel discussion Use Chat for: Technology support # wellbeing.

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Welcome

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  1. Welcome This Webinar is a collaboration between the Association of American Colleges and Universities and Bringing Theory to Practice.

  2. Use Q&A for: Panel discussion Use Chat for: Technology support #wellbeing Slides and recording will be posted online: www.aacu.org/webinar/well-being-equity

  3. Presenters Moderator Caitlin Salins, MLISExecutive Project Manager,Bringing Theory to Practice salins@bttop.org Nicole Brocato, PhD Director of the Wellbeing Assessment, Wake Forest University brocatnw@wfu.edu Jo Ellyn Walker, PhDWellness Director of the Georgetown Scholars Program, Georgetown University jw1821@georgetown.edu

  4. Overview • Why are well-being and equity important? • What are well-being and equity, and how do we put them together? • What does the data say about well-being and equity? • Equitable well-being in action: Georgetown Scholars Program (GSP) • What you can do • Q+A

  5. Nicole Brocato, PhDDirector of the Wellbeing Assessment, Wake Forest University brocatnw@wfu.edu

  6. Today’s Students • 2000 • 25% Historically underrepresented racial/ethnic groups • 56% Female • 41% over 25 y/o • 21% FT over 25 y/o • 2017 • 47% Historically underrepresented racial/ethnic groups • 56% Female • 38% over 25 y/o • 44% FT over 25 y/o • 1999 - 2000 • 37% first-generation • 2011 - 2012 • 33% first-generation • As of 2018 • 7% queer-spectrum, 0.7% trans-spectrum https://nces.ed.gov/programs/digest/d18/tables/dt18_306.10.asp https://tcc-j2made.s3.amazonaws.com/uploads/2018/09/White-Paper-Final.pdf https://nces.ed.gov/pubs2018/2018421.pdf https://nces.ed.gov/programs/digest/d17/tables/dt17_303.40.asp

  7. Ellen Bara Stolzenberg, HERI; ACE blog post 9/6/2018 47.4% 63.6% https://www.higheredtoday.org/2018/09/06/mental-physical-well-incoming-freshmen-three-decades-research/ Self-rated Emotional Health, by Sex Students were asked to rank their emotional health on a Likert scale with five choices. This figure shows the percentage of students who indicated they were in the top 10 percent of emotional health compared to the average person their age or felt they were above average in their emotional health compared to the average person their age. Self-rated Emotional Health, by Sex Students were asked to rank their emotional health on a Likert scale with five choices. This figure shows the percentage of students who indicated they were in the top 10 percent of emotional health compared to the average person their age or felt they were above average in their emotional health compared to the average person their age. 19851986198719881989199019911992199319941995199619971998199920002001200220032005200620072008200920102011201220132014201520162017Year All Men Women 19851986198719881989199019911992199319941995199619971998199920002001200220032005200620072008200920102011201220132014201520162017Year All Men Women

  8. Well-being = Optimal functioning and experience (Ryan & Deci, 2001) Debate: What is “optimal”? • Objective Well-being • Doing well in a variety of life domains • Includes doing well for others • Someone else decides what is “well” = universal criteria • What criteria are universal? • Subjective Well-being • Feeling good • Thinking that life is good • Individual decides whether they are “well” • Affluent and impoverished can report similar levels

  9. http://interactioninstitute.org/the-4th-box-sparks-imagination/http://interactioninstitute.org/the-4th-box-sparks-imagination/ http://culturalorganizing.org/the-problem-with-that-equity-vs-equality-graphic/

  10. Process Model: Engine Model Outcomes are the voluntary behaviors, attitudes, and emotional states characteristic of well-being Pathways are the internal and external skills, resources, and conditions necessary for well-being Jayawickreme, E., Forgeard, M. J. C., & Seligman, M. E. P. (2012). The engine of well-being. Review of General Psychology, 16(4), 327–342.

  11. Belonging Example Campus climate Ability to make friends Extracurriculars Safety Campus traditions Feeling belonging Outcomes Feeling a sense of belonging Pathways Campus climate Ability to make friends Extracurriculars Safety Campus traditions

  12. Flexible Content Models What dimensions are important for your campus: Culture? Needs? Interests? Values? Missions? Priorities? • Meaning • Purpose • Belonging • Activity engagement • Academic engagement • Relationships • Civic orientation • More…

  13. Subjective well-being Happiness Life satisfaction General, non-context-specific pathways Ex: financial stability, access to healthcare, basic safety, housing, etc. Each dimension has pathways that are appropriate for short-term interventions Meaning pathways: Positive narratives re: self, world, self in relation to world Multiple dimensions to well-being Purpose pathways: Long-term, self-transcendent goals, knowing how to achieve goals Meaning Purpose Belonging pathways: Freedom from discrimination, supportive friendships Belonging Engagement pathways: Availability of meaningful activities that expand skills Intrapersonal Relationships Engagement

  14. Spring 2019 Well-Being Assessment • 11,920 students • 28 schools in all four regions of the country • Data were rake-weighted to NCES 2016 • https://nces.ed.gov/programs/digest/d17/tables/dt17_306.10.asp?current=yes

  15. ~ 12% difference

  16. # identities Optimism -.11 -.10 Perseverance # identities Subjective well-being Meaning Purpose -.09 # identities -.04 Activity engagement # identities # identities -.12 -.09 Belonging Academic engagement -.05 # identities # identities Friendships -.06 # identities -.06 # identities

  17. Community • Campus climate, policies, social and cultural norms Socio-ecological Programming Relationship • Peer circles, faculty/staff to student relationships Individual • Personal histories, attitudes, beliefs, behaviors Learn more about socio-ecological models at: https://www.acha.org/HealthyCampus/HealthyCampus/Ecological_Model.aspx

  18. Jo Ellyn Walker, PhDWellness Director of the Georgetown Scholars Program, Georgetown University jw1821@georgetown.edu

  19. Contextual Factors: Well-Being and Belonging • Well-being impacted by belonging • Belonging is one’s internal sense of being included, welcome, a part of a community • Belonging influenced by: • People (e.g. peers, staff, faculty) • Campus Climate • Hurtado et al., 1999 framework: structural diversity, psychological climate, historical legacies of inclusion/exclusion • Cultural Background • Match or mismatch between individual’s cultural norms and that of current environment (Stephens et al., 2012)

  20. Mental Health Factors/Consequences • Well-Being, Equity, Belonging when absent or lacking can result in or contribute to: • Social withdrawal • Anxiety and Depression symptoms • Imposter syndrome • Low academic self-efficacy • Academic withdrawal • Burnout and physical fatigue/physical health problems • Low self-esteem

  21. ETHNICITY https://medium.com/@Old_Simo/intersectionality-is-bad-its-a-form-of-fetish-and-oppression-olympics-a3f5571670b2

  22. Real World Example The Georgetown Scholars Program

  23. GSP Story The Georgetown Scholars Program (GSP) was founded in 2004 and since its inaugural class of 50, the program has served over 1,600 Georgetown University students. Currently, GSP provides programmatic support for over 600 undergraduates, ensuring that all of our students can access resources and networks of support to succeed.

  24. GSP By The Numbers 650+ current students 1,000+ graduates 96.4% graduation rate

  25. The Four Pillars of GSP

  26. Financial Support Necessity Fund • Covers tutoring, off-campus mental healthcare, roundtrip tickets home for first-year students, immigration fees, etc. Funded through philanthropy. No cap on how much students can apply. • Emergencies and essentials such as medical bills and medication Professional Development Fund • Professional attire, test prep, grad school fees, etc. Also funded through philanthropy. Students entitled to $200-$350 per year depending on class year. 

  27. Mastering the Hidden Curriculum This course examines the research and theory about first- generation college students and complicates the discourse around identity and experiences as a first-generation college student and the efforts made to expand access to higher education.

  28. Takeaways: What You Can Do • At the Individual Level: • Avoid making assumptions about students’ experiences • There isn’t “one” low-income or first-gen student • Understand that students are facing unique challenges • Being mindful of personal bias • Cognitive load • Stress and competitive culture • Take time to build relationship with student • Continue to learn; increase positive contact with different others • Slow down and get to know individual students; model vulnerability • Interrogate/reflect for yourself on who you’re teaching, designing for

  29. Takeaways: What You Can Do • At the Program Level: • Increase institution capacity through advocacy; address systemic barriers • At GSP, goal is to be a first stop not one stop • Cross campus and interdisciplinary collaborations in programming • Help students become aware of resources all over university • Asking the questions: can you afford textbooks, supplies, events outside the classroom? Tuition, housing, and living costs associated with summer courses? • Define higher ed jargon (e.g. office hours, provost, fellowships)

  30. Takeaways: What You Can Do • At the Institutional Level: • NEW Office of Student Equity and Inclusion at Georgetown • Belonging survey at Georgetown demonstrated many challenges to belonging take place in the classroom and during faculty interactions • Disrupt automaticity of processes (cognitive, classroom management, curriculum development, etc.) • Slowing down, being rested, consulting with others will help avoid bias from being enacted and mental heuristics from being relied upon • Take on growth mindset for yourself and others • Promote study abroad during academic year • Promote fellowships

  31. Takeaways: What You Can Do • At the Institutional Level: • First-Gen Faculty and Staff Initiative • High-touch academic advising: check in, offer help, encourage use of resources • Overall, utilize cultural wealth approach • Overall, challenge the status quo and assumptions • Overall, notice who is present and absent from spaces, and question

  32. Use Q&A for: Panel discussion Use Chat for: Technology support #wellbeing Slides and recording will be posted online: www.aacu.org/webinar/well-being-equity

  33. Presenters Moderator Caitlin Salins, MLISExecutive Project Manager,Bringing Theory to Practice salins@bttop.org Nicole Brocato, PhD Director of the Wellbeing Assessment, Wake Forest University brocatnw@wfu.edu Jo Ellyn Walker, PhDWellness Director of the Georgetown Scholars Program, Georgetown University jw1821@georgetown.edu

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